Relationship of College Students' Current Attachment to Appraisals of Parental Conflict     

Christopher J. McCarthy  Greg Brack  Catherine J. Brack  Hsin-tine Tina Liu  Michele Hill Carlson 《Journal of College Counseling》1998,1(2):135-153

This study assessed the relationship of parental attachment and gender to appraisals of conflict with parents in an effort to clarify the psychological mechanisms that mediate the relationship between attachment and psychological well-being. Appraisals of conflict with parents were found to be related to level of attachment and gender.  相似文献   

A Developmental Investigation of Inattentiveness and Hyperactivity   总被引：1，自引：0，他引：1  

Elizabeth A. Carlson  Deborah Jacobvitz  L. Alan Sroufe 《Child development》1995,66(1):37-54

The development of inattentiveness and hyperactivity in middle childhood was investigated using a prospective longitudinal approach. Endogenous and exogenous predictors measured in infancy and in early and middle childhood were examined independently and in combination. In early childhood, quality of caregiving more powerfully predicted distractibility, an early precursor of hyperactivity, than did early biological or temperament factors. Caregiving and contextual factors together with early distractibility significantly predicted hyperactivity in middle childhood. While environmental variables also predicted hyperactivity in later elementary years, these factors did not improve the prediction beyond the influence of hyperactivity in early elementary years. The findings support a developmental view of the origins and course of hyperactivity in childhood, that is, that the emergence and persistence of AD/HD symptoms depend on developmental history along with current circumstances.  相似文献   

Visual discrimination learning of random figure problems by rhesus monkeys     

Kristin R. Carlson 《Learning & behavior》1973,1(1):33-37

In a two-choice discrimination learning paradigm, a U-shaped function was found between trials to criterion and the number of sides comprising the random figure discriminanda. These data are consistent with results from human Ss and suggest similar information processing capabilities in the two species. Changing the orientation of the stimulus figures after the discrimination had been learned only partially disrupted subsequent discrimination performance. Any single difference in selected form attributes between the two figures comprising a problem was not a good predictor of learning speed, suggesting that monkeys use a combination of such factors.  相似文献   

Teacher Knowledge and the Disjunction between School Curricula and Teacher Education     

Doune MacDonald  Lisa Hunter  Teresa Carlson  Dawn Penney 《Asia-Pacific Journal of Teacher Education》2002,30(3):259-275

As partners in school curriculum reform, teacher educators have a responsibility to graduate students who are ready to take positions as competent and confident curriculum leaders. However, some curriculum initiatives such as those associated with the introduction of key learning areas in Australia have highlighted the disjunctions between teacher education programmes and contemporary curriculum documents. This article will explore the disjunctions from two perspectives: firstly, by examining the organisation of knowledge in schools and universities, and secondly, by presenting data from a school-based evaluation of the Health and Physical Education key learning area syllabus. The article conclude by raising implications for teacher education and the future organisation of knowledge.  相似文献   

Social Competence among Low-Income Preschoolers: Emotion Socialization Practices and Social Cognitive Correlates   总被引：4，自引：0，他引：4  

Pamela W. Garner  Diane Carlson Jones  Jennifer L. Miner 《Child development》1994,65(2):622-637

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Supplementation of urban home visitation with a series of group meetings for parents and infants: results of a "real-world" randomized, controlled trial     

Constantino JN  Hashemi N  Solis E  Alon T  Haley S  McClure S  Nordlicht N  Constantino MA  Elmen J  Carlson VK 《Child abuse & neglect》2001,25(12):1571-1581

OBJECTIVE: Home visitation has been shown to be effective in reducing rates of child maltreatment and in enhancing psychosocial outcomes in children and their parents. Even when available, however, it is underutilized by parents in some urban settings. We tested a supplemental 10-session group intervention for its ability to increase active participation in home visitation, enhance the quality of caregiving behavior of parents, and improve social developmental outcome in children. METHOD: A randomized controlled design was utilized, involving two separate cohorts of parents of 3- to 18-month old infants, totaling 148 parent-child dyads. The intervention focused on practical experience in promoting parent-infant attachment relationships. RESULTS: At 6 months follow-up, there was a substantial increase in the proportion of intervention group parents participating in home visitation, compared to parents in the control group (Fisher's exact p = .008). Parents in the intervention group exhibited a trend for improvement in their capacity to appropriately interpret infants' emotional cues (p = .08), independent of the effects of home visitation itself. Attrition in both the treatment and control groups was inversely associated with income and level of education. CONCLUSIONS: Group meetings may constitute an effective means of engaging stressed urban families in home visitation.  相似文献   

SES-related aspects of neuropsychological performance     

D P Waber  D Carlson  M Mann  J Merola  P Moylan 《Child development》1984,55(5):1878-1886

Children from different socioeconomic backgrounds have been observed to employ different cognitive styles in problem-solving situations. These cognitive styles have in turn been linked to the functional specialization of the cerebral hemispheres. It was hypothesized, therefore, that performance asymmetries would also be SES-related, high-SES children processing stimuli presented to the right visual field-left hemisphere (RVF-LH) more efficiently than those presented to the left visual field-right hemisphere (LVF-RH) and low-SES children showing the reverse pattern. A laterality task was administered tachistoscopically to 120 children, divided evenly by SES (high and low), sex, and grade (fifth and seventh). A marked RVF-LH advantage emerged among the high-SES group and a weak LVF-RH advantage among the low-SES group. Thus, the results provided general support for the central hypothesis. The findings are reviewed in the context of current models of human information processing in the cerebral hemispheres, and their broader implications for understanding SES-related differences in cognitive function are discussed.  相似文献   

Operant responding with free access to the reinforcer: A replication and extension     

John F. Knutson  Curtis W. Carlson 《Learning & behavior》1973,1(2):133-136

This study was conducted to assess the maintenance of operant responding in the presence of free access to the reinforcer. The results replicated earlier research using food reinforcement and demonstrated that the same general results could be obtained with water reinforcement.  相似文献   

The necessity of the alphabetic principle to phonemic awareness instruction     

Foorman  Barbara R.  Chen  Dung-Tsa  Carlson  Coleen  Moats  Louisa  Francis  David J.  Fletcher  Jack M. 《Reading and writing》2003,16(4):289-324

This investigation examined the extent to whichcurricular choice and incorporation of phonemicawareness (PA) into the kindergarten curriculumaffects growth in kindergarten literacy skillsand first-grade reading and spelling outcomesin 114 classrooms in 32 Title 1 schools for4,872 children (85% African American). Literacy curricula were described as havingmore or less teacher choice and more or less PAand were implemented with ongoing professionaldevelopment. Observations of curriculumfidelities and ratings of student behavior werealso obtained. Alphabetic instruction withoutPA was not as effective as alphabeticinstruction with PA. However, effectiveinstruction in PA and alphabetic codingappeared to be as much a consequence of ongoingprofessional development as it was a functionof prescribed PA activities. Results providelarge-scale classroom support for findings onPA reported by the National Reading Panel[(2000). Teaching children to read: An evidence-basedassessment of the scientific research literature onreading and its implications for reading instruction.Washington, DC: National Institute of Child Health andHuman Development].  相似文献   

Effect of the Medium of Item Presentation on Examinee Performance and Item Characteristics     

Judith A. Spray  Terry A. Ackerman  Mark D. Reckase  James E. Carlson 《Journal of Educational Measurement》1989,26(3):261-271

Studies that have investigated differences in examinee performance on items administered in paper-and-pencil form or on a computer screen have produced equivocal results. Certain item administration procedures were hypothesized to be among the most important variables causing differences in item performance and ultimately in test scores obtained from these different administration media. A study where these item administration procedures were made as identical as possible for each presentation medium is described. In addition, a methodology is presented for studying the difficulty and discrimination of items under each presentation medium as a post hoc procedure.  相似文献